Date of Conferral







Christine Sorensen


AbstractOne-to-one device initiatives provide access to digital learning for students; however, little is known about how this process occurs in rural schools. Implementing a one-to-one device initiative may have positive effects on student access to digital technologies as well as student and teacher efficacy when sufficient training happens beforehand. The purpose of this qualitative case study was to examine the implementation of a one-to-one laptop initiative in a rural high school in Mississippi, focusing on policy development and stakeholder views. The conceptual framework of implementation science and theoretical frameworks of normalization process theory and adaptive implementation guided the research. The research questions explored factors influencing the process of implementing a one-to-one device initiative in a rural high school and how stakeholder views influenced the decision-making and implementation process. Purposive sampling was used; interviews, focus groups, and document analysis served as the data collection methods. Data from nine participants and related documents were analyzed using Excel and open coding. The resulting themes suggested that teachers’ perceptions communicated a lack of self-efficacy related to a diminished role in policy development and training. Teachers reported some students’ lack of self-efficacy related to using the devices in the learning setting. Also, administrators acknowledged that teachers and students experienced challenges with the implementation process. Implications for positive social change suggest increased teacher/student involvement in the policy making and implementation process relative to practice and application during the developmental stages of the one-to-one implementation.